+ Response to Intervention Ann Morrison Ph.D.

+ Two Parts of Response to Intervention To ensure that all students will meet state and district standards To implement intervention for students who are not projected to meet standards To identify students who need intervention To monitor of effectiveness of intervention To inform instructional planning To evaluate for special education InstructionAssessment

+ Vocabulary for RtI Data-Based Decision Making The ongoing process of analyzing and evaluating student data to inform educational decisions Evidence-Based Intervention An intervention for which data from scientific, rigorous research studies have demonstrated (or empirically validated) the efficacy of the intervention.

+ Resources for Progress Monitoring monitoring/

+ Typical Assessment for Typical Students Baseline Testing Occurs 3 times each year (fall, winter, spring) using screening tests to determine Tests on content End of unit tests, spelling tests, etc.

+ Regular Instruction vs. Intervention Instruction Curriculum is based on state and district standards Instruction is planned over unit, semester, or year Pacing is based on whole class Frequency is based on unit plan Intensity is typical for the classroom Curriculum is based on student needs Instruction is planned based on student acquisition of skills Pacing is based on student acquisition of skills Frequency is based on degree of student need Intensity has “feeling of urgency” Regular InstructionIntervention Instruction

+ Universal Level Schoolwide screening in reading, writing, & math Students who are performing below state or grade level standards move into tier 2 Scientifically research-based instruction in all classroom Core curriculum and instruction AssessmentInstruction

+ Targeted Level Progress monitoring Measured every 2-3 weeks Curriculum based measurement Supplemental to classroom instruction Typically small group minutes per day Targeted at specific skills that are getting in the way of student success Evidence-based intervention curriculum and instruction Assessment Instruction

+ Intensive Level Progress monitoring Measures taken every 1-2 weeks Curriculum based measurement Supplemental to classroom instruction Typically 1-1 or minutes per day Intensive work on targeted skills Assessment Instruction

+ RtI Vocabulary Goal Line/Aim Line Represents the desired rate of student progress over time Trend Line Represents the student’s CBM scores The trend line can be compared against the aim line to help inform responsiveness to intervention and to tailor a student’s instructional program. Progress Monitoring Used to assess a student’s performance, to quantify his or her rate of improvement or responsiveness to intervention

+ Possible Outcomes in Response to Intervention Current intervention is likely to result in student achieving end-of-year goals Current intervention continues until student is on grade level Current intervention may or may not result in student achieving end-of-year goals Intervention may or may not change based on input from parents, student, teachers Student reaches grade level Intervention is ended; student achievement is continued to be monitored Current intervention will not result in student achieving end-of-year goals Intervention is changed to be more intensive, targeted, frequent, or new curriculum

+ Circumstances Undermining RtI Low-quality interventions (not scientific, research-based) Lack of fidelity of implementation (checklists, outside monitoring) Insufficient implementation process (time, frequency, duration, knowledgeable teachers) Inappropriate target of progress monitoring (word ID fluency, passage reading, Maze task) Inconsistent professional development (staff transition in/out of schools, training opportunities) Insufficient evidence for SLD determination